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Acknowledgments

The Department of Education appreciates the efforts of all who have contributed tothe development of this document.

Department of Education Student Services Advisory Working Group

Members of the Student Services and Special Education StandingCommittee

Eastern School District Students ServicesWestern School Board Students ServicesLa commission scolaire de langue française de l’Île-du-Prince-Édourd

Copyright OwnershipCare has been taken to acknowledge copyright material used in the development of thisdocument. Any information that will allow the Prince Edward Island Department ofEducation to rectify any reference in subsequent editions would be gratefully received bythe:

Director of Student Services, Department of EducationPO Box 2000, Charlottetown, PE C1A 7N8

Contact information:Guidance Consultant, Student ServicesDepartment of EducationPO Box 2000, Charlottetown, PE C1A 7N8Tel.: (902) 894-0273Fax.: (902) 368-4622

This handbook can be accessed on the Department of Education’s Web site at: www.edu -----.

April 2004

Table of Contents

Minister’s Directive on Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Standards and Guidelines for Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Overview of the Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Standards of Competence: Levels of Assessment and Qualifications . . . . . . . 9Pre-Referral Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Referral Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Formal Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Consent, Documentation and Information Sharing . . . . . . . . . . . . . . . . . . . . 21Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Appendices

A. Standards and Guidelines for AssessmentB. Teachers Helping Teachers: Problem Solving Teams that WorkC. Sample Forms:

Consent for AssessmentAuthorization to Obtain/Release InformationRight of RefusalRecord of Assessment

References

Student Assessment Process

1

“Special Education means programming and/or servicesdesigned to accommodate students within the public schoolsystem whose educational needs require interventionsdifferent from, or in addition to, those which are needed bymost students. Assessments of students are the basis fordetermining appropriate special education programs andservices. These programs and services may involve the use ofadapted or modified curriculum, materials and facilities,and/or alternative methodologies, and/or additional assistancefrom student support staff within school settings.”

Minister’s Directive No. MD 01-08


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Preamble

Educational needs may arise from a variety of conditions. They may be ecological in nature or related to some specialabilities or disabilities. Teachers provide support to studentswith diverse learning and behavioural needs within thecontext of the regular classroom setting. Teachers understandthat learning is related to many variables that may not bedetermined by the curriculum. Any assessment to identifyand define more clearly a student’s strengths and needsbegins with an examination of classroom climate andobservation of student response to instruction. Teachersrecognize that the relationships they develop with students,how they respond to their learning needs, the attitudes theyhold, and the forms of classroom organization they employare all variables vital to student success.

The assessment process needs to be broad-based to includethese variables. As well, it must take into consideration thelevel of student engagement and the impact of teachingstrategies on students. These are all variables that are underthe control of the classroom/subject teacher. They are allimportant to explore when gathering and analysinginformation about a student in order to gain a betterunderstanding of learning and behavioural strengths andneeds.

Assessment is a systematic process of gathering informationfrom many sources in order to make appropriate educationaldecisions for a student. It is a collaborative and progressiveprocess designed to identify the student’s strengths andneeds, and which results in the identification andimplementation of strategies to assist educational planningfor the student.

Minister’s Directive No. MD 01-08

Standards and Guidelines

4

Early identification of risk factors is an essential element ofsuccessful program planning for all students, but especiallyfor those with special educational needs. Assessment is usedto identify the student’s strengths and needs in order to makeappropriate instructional, administrative and guidancedecisions about individual students. It is based on a processof collaborative consultation which requires integration ofinformation from several sources, ranging from informal toformal. Ongoing documentation of observations, strategies,and any informal and formal assessments completed is key tothe success of the assessment process.


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Standards and Guidelines for Assessment

• Assessment is an ongoing process to identify thestudent’s strengths and needs for the purpose ofdetermining appropriate instruction, programs andservices.

• Assessment is broad-based, incorporating multiplesources of information and a variety of instruments.

• The assessment process involves consultation withparents/guardians, students, school personnel, theschool-based student services team and specialists, asappropriate.

• The assessment process begins with informalassessments and pre-referral interventions that areconsistent with good classroom practice and, ifnecessary, moves to referral for formal assessment byqualified specialists.

• The use of informal and formal levels of assessmentensures that the skills of all school personnel areutilized and that those who administer assessment toolsare qualified to do so.

• The pre-referral process is the essential first step takenby the classroom/subject teacher in response to earlyindications that a student may have special educationalneeds.

• The referral process is initiated only when all pre-referral interventions have been determined to beunsuccessful in addressing the student’s specialeducational needs.

• The first step in the referral process is a formal requestby the classroom/subject teacher to begin consultationwith the school-based student services team to determine


6

next steps.• The referral process may, or may not, result in

consultation and/or formal assessment with relevantspecialists external to the school.

• Assessment requires thorough documentation andongoing reporting to inform parents/guardians and/orstudents at every stage of the process.

• Written consent is always obtained prior to formalassessment and prior to releasing assessmentinformation to anyone outside the school system.

• Formal assessment results are documented in a writtenreport and are shared with parents/guardians and/orstudents as well as appropriate school personnel.


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• Assessment is an ongoing process to identify the student’s strengths andneeds for the purpose of determining appropriate instruction, programsand services.

• Assessment is broad-based, incorporating multiple sources of informationand a variety of instruments.

• The assessment process involves consultation with parents/guardians,students, school personnel, the school-based student services team, andspecialists, as appropriate.

• The assessment process begins with informal assessments and pre-referralinterventions that are consistent with good classroom practice and, ifnecessary, moves to referral for formal assessment by qualified specialists.

• The use of informal and formal levels of assessment ensures that the skillsof all school personnel are utilized and that those who administerassessment tools are qualified to do so.

Overview of the Assessment Process

Assessment is aprocess.

The assessment process requires the collection, integration,and documentation of information from several sources, suchas observation, interviews, and informal and formal testing. Assessment may be viewed as a process which continuesuntil the student’s strengths and needs can be addressedeffectively.

The following diagram presents various components that canbe part of the assessment process and indicates which schoolpersonnel would generally be responsible as the processmoves from informal to formal assessment. There is anoverlap of possible assessment responsibilities depending onthe nature of the concern and the expertise of those involved. The assessment process need only proceed until there hasbeen sufficient information collected to plan and implementsuccessful interventions.


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Examination of Classroom ClimateObservation of Student BehaviourAnalysis of Student WorkReview of Student Portfolio

Consultation With Student

Consultation With Parents/Guardians

Classroom/Student Observation

Screening TestsChecklistsQuestionnairesRating Scales

Individual Achievement TestsAssessment of Learning Skills (e.g. memory, concentration, questioning)

Diagnostic Academic AssessmentIntellectual AssessmentPhysical, Medical, Psychological AssessmentEmotional/Personality Assessment

Classroom Teacher

School-based Student Services Team

Consulting Team (includes appropriate school/school board professionals and/or external resources)

Highly involved Least involved

Info

rmal

Form

al

The Assessment Process

Components Levels of Involvement


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Level A AssessmentsNo formal training in assessment required

Level C AssessmentsProfessional qualifications in

assessment required

Level B AssessmentsFormal training in

assessment required

Minimum Qualifications• Bachelor’s in Education

degree• Experience working within a

school system as a teacher and/or consultant

• Senior undergraduate or graduate course work in assessment principles (reliability, validity, test construction, norm groups, types of scores), administering and interpreting assessment

• Training in specific area related to assessment

• Experience in administering and interpreting assessment

Minimum Qualifications• Recognized Master’s degree with a

major in special education, educational psychology or counselling which includes: graduate course work in assessment principles (reliability, validity, test construction, norm groups, types of scores), administering and interpreting assessment;

and graduate course work with supervised practice in administering and interpreting individual assessments

• Fulfill any additional requirement as stipulated by the test publisher as being necessary or desirable for the administration of each particular assessment instrument

Minimum Qualifications• Bachelor’s in Education

degree• Experience working within a

school system as a teacher and/or consultant

• Familiarity with topic• Ability to follow administrative

procedures as set out in manual

• In-service in the use of the particular instrument

Selected Examples• Gates-McGinitie Reading Tests• Alberta Diagnostic

Reading/Math Tests• Stanford Diagnostic

Math/Reading Tests• Canada Quiet• Informal Reading/

Math/Spelling Inventories• Running Records• Miscue Analysis• Brigance

Selected ExamplesPeabody Picture Vocabulary Test - 3rd EditionWoodcock Reading Mastery TestsTest of Language Development –IIIDetroit Test of Learning AptitudeWechsler Individual Achievement Test IIKey Math Diagnostic Arithmetic TestWoodcock-Johnson Psycho-Educational Battery ( Rev) -Achievement (Part II)WepmanRosner

Selected ExamplesIntelligence Scales:

WISC – IVWAIS – IIIWPPSI - R Stanford Binet – IVK- ABC

Personality AssessmentsBehavioural Assessment Scalefor Children (BASC)Bender Visual Motor Gestalt TestDepression InventoriesADD InventoriesSelf Esteem InventoriesChild Behaviour ChecklistsAnxiety Disorder Interview ScheduleTorrance Tests of Creative ThinkingInterest inventories:

Safram, Strong CampbellMyers Briggs Type IndicatorsWoodstock-Johnson Psycho-Educational Battery (Rev) –Cognitive Ability (Part1)Vineland Adaptive BehaviourScales

It is essential that assessments are conducted by persons who have the training,experience and knowledge to do so. The following diagram presents three levelsof assessments and qualifications which can be used to determine competence.

Standards of Competence:Levels of Assessments and Qualifications


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• The pre-referral process is the essential first step taken by theclassroom/subject teacher in response to early indications that a studentmay have special educational needs.

• Assessment requires thorough documentation and ongoing reporting toinform parents/guardians and/or students at every stage of the process.

Pre-referral Process

The pre-referralstage is focussed onprevention.

Theidentification/assessmentprocess beginsin theclassroom.

The focus at the pre-referral stage is to gain a betterunderstanding of the student’s strengths and needs in order toplan instruction. It is an opportunity for theclassroom/subject teacher to use his/her knowledge of thestudent to alter factors which may enable the student to havehis/her needs met within the provincial curriculum. It isconsidered to be a prevention practice that explores a range ofinterventions with students and is an important first stepbefore initiating a formal referral for assessment. At thisearly stage in the assessment process, attempts to clarify theproblem primarily involve observation, consultation andinformal assessment by teachers and relevant school-basedpersonnel.

IdentificationSome children come to school with special needs which havebeen identified and with a history of intervention. For moststudents, however, special educational needs are firstrecognized after the child enters school; thus, theidentification/ assessment process begins in the classroom, asthe teacher observes signs of learning and/or behaviour that isconsidered atypical. The teacher begins the assessmentprocess through in-depth, systematic classroom observationand evaluation. A file should be started on the student whichcontains information, observations, work samples, etc. tobetter clarify the student’s strengths and needs. Variations ininstructional approaches should be used, and an evaluation ofa variety of teaching techniques and instructional materialsshould be documented. These non-intrusive interventions


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Documentationis essential.

It is importantfor school personnel,parents andstudent to talk together

Informalassessments areclosely tied to teaching.

may be all that is required to have the student meet success.

The identification process needs to begin as early in thestudent’s life as necessary, with relevant informationdocumented and shared so that each year the school’sknowledge and understanding of the student is refined.Documentation which follows the student from year to year helps eliminate duplication of effort and prevents losingprecious time for learning opportunities.

Consultation

The teacher should consult with the parent/guardian and,when appropriate, the student, as well as other personnel whomay have worked with the student, regarding concerns andprogress. The parents’ cooperation in using consistentstrategies at home is important. The teacher may discuss withthe parent /guardian the appropriateness of a referral forvision and hearing screening and/or a comprehensive medicalexamination to exclude the possibility of a medical basis forthe concerns. Conferencing with a student is an extremelyuseful way to gain more insight into his/her learning strengthsand needs. Often students can articulate what their needs are,what their abilities and talents are, what their interests are,and/or what they feel would help them learn in school. Liaison with school-based support services personnel, such as special education personnel and the school counsellor, can beinitiated to help in identifying the student’s strengths andneeds. The principal should be made aware of anycommunication concerning the student at this time.

Informal Assessment

Once it has been identified that a student will require specificaction, efforts need to focus on discovering more about thenature of the student’s strengths and needs. Informalassessments are more loosely structured than formalassessments and are more closely tied to teaching.


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Criterion-referencedtesting is basedon performance.

Ecologicalassessment isbased onfunctionality.

Problem-solvingis a process.

Criterion-referenced testing compares a student’sperformance with a criterion of mastery for a specific task,disregarding relative standing in a group. It often uses thecurriculum as a standard and thus provides a basis forevaluating and adapting/modifying the curriculum for anindividual student. Teacher-designed assessments, such aswriting assignments, tests, and other whole class methodsprovide useful information, especially if an analysis is doneon how the student completed the work and/or the type oferrors made. Teachers typically use work samples such asjournal entries, projects, portfolios and homework as a meansof identifying patterns and clues to the student’s thoughtprocesses.

An ecological assessment places the evaluation processwithin the context of the student’s environment. Its centralelement is functionality – how well the student functions inthe current environment. This focus shifts the emphasis fromcorrecting deficits to determining how to build on strengthsand interests. Observational notes on how students work withmaterials, how they interact with each other in groupsituations and unstructured situations, and how they organizetheir materials, their language, etc. make a valid contributionto the assessment process. Various instructional strategiesneed to be explored to find creative ways to enable thestudent to have his/her needs met and/or be appropriatelychallenged within the same curriculum as his/her peers.

This is a good opportunity to discuss ideas with otherteachers at the same grade level or subject area and withsupport personnel such as special education personnel, anitinerant teacher or school counsellor. This opportunity toshare knowledge and skills provides support to both thestudent and the teacher and is an integral part of the school’soverall planning process. Increased knowledge of how astudent learns best will ensure a more systematicexperimentation with a selection of strategies that is notentirely random. The exploration of instructional strategies isa problem-solving process, one in which there may not be a


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A problem-solvingapproachrequiresinformationfrom an numberof resources.

The teacher isthe key decision-maker in thepre-referralstage.

“quick fix” or an immediate obvious solution. It is important to take the time to periodically evaluate theeffectiveness of each new strategy or resource and note this inthe file. Determining why a method does not produce thedesired outcome can yield as much information as analysingstrategies that have the desired effect. Therefore,documentation, in accordance with school board policy, is akey element in the planning process. The variety ofinformation collected not only helps plan for pre-referralactivities but, should the need arise for a consultation with theschool-based student services team, this same informationwill assist the team to begin its work.

The importance of the pre-referral stage can not beoverstated. Decisions made at this stage can enable or canimpede a student’s success within the curriculum. Theclassroom/ subject teacher’s role is central to the process andto determining when a referral to the school-based studentservices team should be made. Special education personneland the school counsellor play an important consultative rolein this phase of the decision-making process.


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• The referral process is initiated only when all pre-referral interventionshave been determined to be unsuccessful in addressing the student’s specialeducational needs.

• The first step in the referral process is a formal request by theclassroom/subject teacher to begin consultation with the school-basedstudent services team to determine next steps.

• The referral process may, or may not, result in consultation and/or formalassessment with relevant specialists external to the school.

• Assessment requires thorough documentation and ongoing reporting toinform parents/guardians and/or students at every stage of the process.

Referral Process

The teacher canaccess supportthrough theschool basedstudent servicesteam.

Consultation With School-Based Student ServicesTeam

If efforts in the pre-referral stage prove insufficient to meetthe students’ educational needs, the teacher should begin theprocess of consultation and collaboration with the school-based student services team, using an approach such as theTeachers Helping Teachers Model (see Appendix B). Aconsultation with the school-based student services team doesnot imply a transfer of the classroom/subject teacher’sresponsibility for the student to other personnel. Rather theteam enables the teacher to access further support in meetingthe needs of the student, where other individuals may share inthe responsibility for working with the student. The teamprovides a forum for shared decision-making, so that theclassroom/subject teacher is not alone in making criticaldecisions about a student’s program. This may result in suchactions as classroom observation, additional informalassessment, consideration of additional classroomintervention strategies, and implementation of thosestrategies. If such do not successfully address the student’s


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There are critical points toconsider beforerequesting aformalassessment.

needs, the teacher should return to the school-based studentservices team for further assistance. Resulting action mayrequire the need for a formal assessment by qualifiedspecialists.The decision to request a formal assessment is made onlyafter consultation and in situations such as the following:C reasonable attempts to assist the student within the

classroom have not been successful

C the initial reason for concern is more pronounced

C a severe learning problem is suspected

C significantly modified educational programming willlikely be required

C an alternate school placement may be warranted.

Before you, as a classroom/subject teacher, initiate a referralfor formal assessment, ensure that you have:

C held at least one conference to discuss your concerns withthe parents (or made extensive and documented efforts tocommunicate with the parents)

C checked all available school records, and conferencedwith other professionals involved with the student tomake sure you are aware of previous interventions andthat you understand the student’s history

C asked the school-based student services team to help youdevise strategies to solve the problem

C implemented and documented the results of the academic,ecological and behaviour management strategies you havetried.


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At the time of referral you should be able to provide thefollowing information:

C a statement that clearly outlines your concern

C an explanation of the reason for your concern

C detailed documentation from your observations of theproblem, including samples of academic work asappropriate

C documentation recording the strategies you have used totry to resolve the problem and the outcome of thosestrategies.


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C Assessment is broad-based, incorporating multiple sources of informationand a variety of instruments.

C The use of informal and formal levels of assessment ensure that the skillsof all school personnel are utilized and that those who administerassessment tools are qualified to do so.

Formal Assessment

Formalassessmentrequires theinvolvement ofcompetent andqualifiedprofessionals.

As assessment becomes more formal in nature, the purpose ofthe assessment needs to be clearly defined. Those involved inthe assessment process bear the responsibility to securecompetent and professional service. Therefore, it is essentialthat those involved in the assessment process ensure that:

• assessments are conducted by persons with theappropriate qualifications.

• specialists are sensitive to cultural, linguistic andexperiential factors when selecting assessment proceduresand interpreting assessment results.

• a variety of valid and reliable instruments are used in theassessment process.

C the assessment instrument is the most recent edition.C the assessment instrument is consistent with purpose of

assessment.C directions for administering the assessment are followed

as outlined in the examiner’s manual. If not, variations inprocedure are noted in the report.

C the information gained is relevant to the decision-makingprocess and is used for the purpose of planning for astudent’s special educational needs.

C the information is informative as to both the student’sstrengths and needs.

C assessments reports on file are interpreted with caution, asvalidity of findings decreases over time.


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• Reading• Expressive

language• Receptive

language• Written language• Critical thinking• Math

• Memory• Personality• Fine motor• Gross motor• Perception• Learning style• Behaviour

• Self-esteem• Intellectual• Creativity• Attention and

concentration• Self-care• Adaptive skills

Types, Purposes, and Examples of Formal Assessment

Formal assessment serves two primary functions: surveyingability in an instructional or social/emotional domain, anddiagnosing difficulties. Survey tests (eg. Peabody IndividualAchievement Test - Revised, Wechsler IntelligenceAchievement Test - IV) are usually administered to obtain aglobal score or level of functioning. Diagnostic tests (eg.Key Math Test - Revised, Gray Oral Reading Test - Revised)attempt to obtain more specific information about strengthsand weaknesses.

Assessment information should be obtained through a varietyof sources and instruments in order to gain sufficientinformation to develop a plan to meet the student’s specialeducational needs. The use of a variety of sources andinstruments results in a more comprehensive picture on whichto base decisions for programming, placement and/orappropriate support services.

The following are possible areas to be considered whenconducting a formal assessment:


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Type of Assessment General ExamplesPurpose

Academic Achievement

Learning/ Thinking Skills

Life Skills

Intellectual

Personality/ Emotional/ Social Understanding

Behaviour

To identify achieved level of performanceTo identify specific academic needs

To explore and assess various skills used in learning and thinking

To assess adaptive skill levelTo determine aptitudeTo identify leisure/recreation interestsTo explore employability and work skills

To explore strengths and weaknesses in learningTo identify current level of intellectual functioning

To explore personal factors which may affect learningTo assess level of personal riskTo assess level of social functioning

To explore behavioural factors that affect learning and attention

Physical/Medical/ Neurological/

Psychological/ Psychiatric

(Administered by a specialist in the field in a variety of settings)

Achievement tests

Diagnostic tests

To diagnose any physical/medical/ neurological/psychological/ psychiatric condition that may interfere with learning

Tests assessing:concentrationquestioning skillsmemorylearning styleperception

InventoriesChecklistsStructured interviews

Intelligence scales

Personality testsInventories for self-esteem, anxiety, depression, etc.Social skills rating scales

Behavioural checklistsFunctional Behavioural AssessmentRating scales

Assessments for:Vision/hearingBirth defectsChronic heart diseaseNeurological conditions (TBI, LD)Social/emotional disordersPsychological conditionsPsychiatric conditions

Type of Assessment General ExamplesPurpose

Academic Achievement

Learning/ Thinking Skills

Life Skills

Intellectual

Personality/ Emotional/ Social Understanding

Behaviour

To identify achieved level of performanceTo identify specific academic needs

To explore and assess various skills used in learning and thinking

To assess adaptive skill levelTo determine aptitudeTo identify leisure/recreation interestsTo explore employability and work skills

To explore strengths and weaknesses in learningTo identify current level of intellectual functioning

To explore personal factors which may affect learningTo assess level of personal riskTo assess level of social functioning

To explore behavioural factors that affect learning and attention

Physical/Medical/ Neurological/

Psychological/ Psychiatric

(Administered by a specialist in the field in a variety of settings)

Achievement tests

Diagnostic tests

To diagnose any physical/medical/ neurological/psychological/ psychiatric condition that may interfere with learning

Tests assessing:concentrationquestioning skillsmemorylearning styleperception

InventoriesChecklistsStructured interviews

Intelligence scales

Personality testsInventories for self-esteem, anxiety, depression, etc.Social skills rating scales

Behavioural checklistsFunctional Behavioural AssessmentRating scales

Assessments for:Vision/hearingBirth defectsChronic heart diseaseNeurological conditions (TBI, LD)Social/emotional disordersPsychological conditionsPsychiatric conditions

The following diagram outlines the purpose of different types of assessments andgives examples of each type.


21

C Assessment requires thorough documentation and ongoing reporting toinform parents/guardians and /or students at every stage of the process.

C Written consent is always obtained prior to formal assessment and prior toreleasing assessment information to anyone outside the school system.

C Formal assessment results are documented in a written report and areshared with parents/guardians and /or students, as well as and appropriateschool personnel.

Consent, Documentation and Information Sharing

Informed, written consent for formal assessment must bereceived from the parent/guardian and/or, as appropriate, thestudent before any formal assessment is conducted. Thepurpose and nature of the assessment should be clearlyexplained. Parents/guardians and/or students, whenappropriate, have the right to withhold consent and refusepsycho-educational assessment.

Assessment results are confidential. They are to be sharedwith parents/ guardians, students and appropriate schoolpersonnel for professional purposes only. Written parentalconsent and/or student consent, when appropriate, must beobtained before sharing assessment information with anyoneoutside the school system who would not have regular accessto the student’s records. Test protocols are not to bereleased, only assessment results.

Assessment must be followed by a written report whichshould include reason for referral, observation/strategies,informal assessment results, assessment tools used, overviewof assessment results, and recommendations for action. Theclassroom/subject teacher, parents and, when appropriate,student are to be provided with an oral interpretation ofassessment results in language that is understandable andprovides a clear interpretation of the assessment results.


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Assessments and assessment reports are to be stored separatefrom the student’s cumulative record in a locked area withrestricted access. A record of assessments completed shouldbe included in the student’s cumulative record with the dateof assessment, assessment used and person conductingassessment. (See Appendix C for sample forms.)


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Conclusion

The purpose of the assessment process is to identify the student’s strengths andneeds in order to make appropriate educational decisions for the student. For manystudents, the assessment process begins in the classroom. The classroom teachermust have a clear understanding of the areas of learning and behaviour that need tobe addressed in order to plan for appropriate instruction, programs and services. Itbecomes even more critical to gain an understanding of the student’s strengths andneeds when the student is dealing with difficult and challenging circumstances. For such a student, in-depth, systematic classroom observation and assessment areessential. If more formal assessment is required, either from within the schoolsystem or from outside agencies, the information the teacher has documented isextremely valuable.

Assessment is not a one time procedure; it is a continuous and progressive processthat moves from informal methods of gathering information to more formalassessment as needed. It requires ongoing documentation and integration ofinformation from several sources. This is best achieved and supported through acollaborative approach. Using a team approach ensures that assessment is broadbased and that critical areas of need can be addressed effectively by personnel whohave the appropriate skill level and qualifications. It is critical for schoolpersonnel, family members, and outside agencies to work together to shareinformation gathered through the assessment process in order to provide supportand the best possible learning environment for all students.

Appendices

Appendix A

Standards and Guidelines for Assessments

Appendix B

Teachers Helping Teachers Model

Appendix C

Sample Forms

• Consent for Assessment

• Authorization to Obtain/Release Information

• Right of Refusal

• Record of Assessments

Appendix A

Standards and Guidelines for Assessment • Assessment is an ongoing process to identify the student’s strengths and needs for the

purpose of determining appropriate instruction, programs and services.

• Assessment is broad-based, incorporating multiple sources of information and avariety of instruments.

• The assessment process involves consultation with parents/guardians,stuents, schoolpersonnel, the school-based student services team and specialists, as appropriate.

• The assessment process begins with informal assessments and pre-referralinterventions that are consistent with good classroom practice and, if necessary,moves to referral for formal assessment by qualified specialists.

• The use of informal and formal levels of assessment ensures that the skills of allschool personnel are utilized and that those who administer assessment tools arequalified to do so.

• The pre-referral process is the essential first step taken by the classroom/subjectteacher in response to early indications that a student may have special educationalneeds.

• The referral process is initiated only when all pre-referral interventions have beendetermined to be unsuccessful in addressing the student’s special educational needs.

• The first step in the referral process is a formal request by the classroom/subjectteacher to begin consultation with the school-based student services team todetermine next steps.

• The referral process may, or may not, result in consultation and/or formal assessmentwith relevant specialists external to the school.

• Assessment requires thorough documentation and ongoing reporting to informparents/guardians and/or students at every stage of the process.

• Written consent is always obtained prior to formal assessment and prior to releasingassessment information to anyone outside the school system.

• Formal assessment results are documented in a written report and are shared withparents/guardians and/or students, as well as appropriate school personnel.

Appendix B

Teachers Helping Teachers: Problem Solving Teams that Work

(The Roeher Institute, 1994)

Why Problem Solving?

1. Immediacy – it offers something right away2. Ownership – control stays within the group (parent and teacher)3. Relevance – solutions are tailored to the needs of those involved4. Empowering – it gets people moving5. Success orientation – uses strengths as a foundation for change6. It assumes a collaborative approach7. It is acceptable within different theoretical perspectives8. People piggy back – ideas stimulate ideas

General Steps

1. Problem description – what do we want to see change?2. Problem prioritization – what needs attention/action now?3. Brainstorming – ideas worth trying4. Planning – deciding on actions.5. Implementation – we try it6. Evaluation – how did it work? New ideas or new goals?

Problem-Solving Teams

Some situations require a team approach where a group of people withdifferent backgrounds bring their particular perspectives to a meeting. Astructured, time-limited problem-solving meeting can be the quickest way tosee a plan develop. With the most challenging students we all feelpowerless – a team meeting helps us to refocus. Ownership and controlstay with the classroom teacher but support and assistance are inherentresults of the process. It is a non-threatening way to include family andother service providers as partners.

The meeting is a part of the process of assisting teachers in a collaborativeway to meet the needs of students. It is one of many tools used by teachersin an inclusive school environment. It is important because it facilitatescollaborative, non-threatening opportunities for interaction between schoolstaff, agency staff, and families. It is also attractive because it is timeefficient. The follow-up – developing an action plan, monitoring, andadjusting – are most important to ensure that the productive work of themeeting is used to induce significant change for the student, teacher, orschool around the presenting problem.

THE 30-MINUTE MEETING

Stage 1 : The facilitator states the reason for meeting, theprocess to be followed, and the problem to be dealtwith and clarifies as required.

Stage 2 : The teacher presents a brief oral problem statement.This has been sorted out beforehand with the facilitatorto ensure that the problem is clear.

Stage 3 : Team members ask questions of the teacher to clearup questions they may have as to exactly what theproblem is, what the circumstances are, and whatinterventions are now in place.

Stage 4 : The facilitator uses a round-table brainstormingapproach to generate suggestions for the teacher’sconsideration. Brief statements are encouraged. Teammembers direct them to the facilitator. The teacherdoes not interact with others during this stage.

Stage 5 : The facilitator goes over the suggestions and strategiesmade with the teacher. The teacher may be asked torate suggestions to try now, to try later, or already inplace/does not fit my style.

Stage 6 : The facilitator establishes a plan to follow up on theideas. A meeting to develop the details into acomprehensive strategy will follow. Arrangements fora review meeting with participants are discussed.

Stage 7 : The facilitator thanks the team members and ensuresthat all leave feeling empowered and optimistic.

Appendix C

(LETTERHEAD)

Consent For Assessment

Assessment is a systematic process of gathering information from many sources in order to makeappropriate educational decisions for a student. It is a collaborative and progressive processdesigned to identify the student’s strengths and needs, and which results in the identification andimplementation of strategies to assist educational planning for the student. (Minister’s Directive No. MD 01-08)

I hereby give consent for _________________________________________ to undergo an

(Student)

assessment by ____________________________ or _________________________________ (School Personnel) (District/Board Personnel)

in one or more of the following areas:

‘ Academic Achievement (reading, writing and/or math)

‘ Psycho-Educational (learning/cognitive capabilities, learning strengths & needs)

‘ Social/Emotional

‘ Behavioural

The nature, purpose and procedures of this assessment and its intended benefits have been explainedto me by ___________________________________________________.

Consultation with teachers and parents and/or student will follow any assessment. A written reportresulting from the assessment will be included in the student’s confidential file at the school and/orDistrict/ Board Office.

___________________________________ _____________________________________Parent/Guardian or Student (when appropriate) Parent or Guardian

___________________________________ _____________________________________Principal or Vice-principal Date

(LETTERHEAD)

Authorization to Obtain/Release Information

Student:_________________________________ Date of Birth: _______________________

School: _______________________________ Parent/Guardian ______________________

I hereby authorize the Principal and/or board/district to obtain/release information concerning thestudent named above through consultation and/or documents with the following person(s) ororganization(s):

Name Agency Tel:

_______________________ ____________________________ ___________________

_______________________ _____________________________ ___________________

‘ Consultation

‘ Documents Released Report Date:

_______________________________________ __________________________

_______________________________________ __________________________

Signed: __________________________________ Date: ____________________Parent/Guardian or Student (when appropriate)

Witness: _________________________________ Date: ____________________

Please forward information requested to ________________________________________at the following address ________________________________________

________________________________________________________________________________

(LETTERHEAD)

Right of Refusal

Student: ________________________________ Date of Birth: _____________________________

School: ______________________

Parent/Guardian ___________________________

I/we refuse to

‘ Consent for Assessment

‘ Give permission to obtain/release the information requested.

Signed: _____________________________________ Date: ________________________Parent/Guardian or Student (when appropriate)

______________________________________ ________________________

(LETTERHEAD)

Record of Assessment

(To be placed in Student’s Cummulative Record File)

Name of Student ____________________________ Date of Birth ____________________

School _____________________________________

Name of Assessment DateCompleted

Assessor Location ofReport

If you would like to view/discuss any of these reports please consult with the Principal,Resource Teacher and/or School Counsellor.

References

Alberta Education (1994) Standards for Psycho-educational Assessment. Alberta: AlbertaEducation Special Education Branch.

Atlantic Provinces Education Foundation Work Group (2004) ( in publication) MeetingBehavioural Challenges: A Teacher Resource. Charlottetown, PEI: Student Services,Department of Education.

Canadian Counselling Association Ethics Committee (2001) Standards of Practice forCounsellors. Ontario: Canadian Counselling Association.

Laws of Prince Edward Island ( 2002) Freedom of Information and Protection of Privacy Act. Charlottetown, PEI: The Queen’s Printer.

Laws of Prince Edward Island (1991) Psychologists Act and Regulations. Stats. P.E.I. 1990,Cap.49. Charlottetown, PEI: The Queen’s Printer.

New Brunswick Department of Education (1999) “Resource for the Identification and Teachingof Students with Specific Learning Disability: Elementary/Middle Level”. Educational Programsand Services Branch, Student Services Unit (Anglophone). Fredericton, NB: Department ofEducation

New Brunswick Department of Education (2003) “Resource for the Identification and Teachingof Students with Specific Learning Disability: High School Program”. Educational Programs andServices Branch, Student Services Unit (Anglophone). Fredericton, NB: Department ofEducation

Sattler, J.M. (2001) Assessment of Children: Cognitive Applications, Fourth Edition. Jerome M.Sattler, Publisher, Inc. San Diego, California.

University of Alberta Joint Advisory Committee (1993) Principles of Fair Assessment Practicesfor Education in Canada. Edmonton, Alberta: Centre for Research in Applied Measurement andEvaluation.